Observation / Reflection #4:Be Quiet! I'm Trying To Talk!
In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
Observation:
My ct always has the daily schedule on the board prior to students entering the classroom. As soon as students enter and settles down, he will either go over the daily schedule right away before diving into a lesson or after the students write in their journals should there be an assignment as he does not have the write every day. I do feel at this point in the year, his studnets particulary his honors classes (he only has 1 cp class) know the routine and tend to adhere to his style of teaching quite well.
As far as disruptions......I have not witnessed many to be perfectly honest. The most common disruption are side conversations between the students or unnecessary chatter during between slides when he is lecturing. My ct does have a pretty good tolerance to chatter as he does not demand complete silence, however when things get too roudy, he will either pause is lesson until the students who are chatting are aware of it and he will ask "are you finished or are you all set". At other times he may throw out a few comments like "I know you guys are supposed to be writing right now so I find it difficult to believe that you can write and chat at the same thing given the question assignment" or "We have a lot to do today so i would appreciate it if we can just focus for a little longer and get through these notes, although I know they are tedious and then we will switch it up". This tends to work and students tend to get back on point. He is pretty laid back in the sense that he doesnt scream, he doesnt like to beat a dead horse...students respond to his simple request. I beileve the reason for this is that he gives students respect and treats them like adults opposed to subordinates.
There is one student in his Elective Class called "Science Controversy" class named Jimmy (I will call him Jimmy to protect his privacy). Physically, Jimmy has a very unique style with crazy hair, very thick glasses, wandering eyes and unusual dress. I remember my first visit, he blurted out in a hysterical laughter for no reason and continued for 3-4 minutes. His fellow students looked down and were all smiling as if they had become accustomed to Jimmy's outbursts. Mr. B had asked him to wrap it up so we could get on with the lesson. The 2nd and 3rd time I was at the school during the class period, Jimmy had busted out with some random facts about flesh eating bacteria and how it was so cool, etc, etc, etc and continued with outbursts. My ct would say something along the line of "wow, thats really interesting Jimmy but i dont see how that fits in to class right now" and if Jimmy would continue rambling, Mr B would tell him to "settle down".
At first I thought that he was trying to get attention by acting a little zany and unusual but then I realized that Jimmy is not acting. In fact, when I was going over through my Ct's IEPS as I haded to for another one of my education classes and I came accross Jimmy's 504 which at NKHS--the diagnosis is not listed on the IEPs that the teachers receive. It was a one page form with a list of accomodations. Given the type of acommodations such as "additional time for testings, a seat close to the teacher and away from the door, frequent changes of activites" I realized his disability was most likely ADHD. This would explain some of Jimmy's Outbursts. I know my teacher is aware of the IEP but I do not see many of the accomodations being met. When I take over, I will make sure that I can make as many accomodations as I can for Jimmy. My Ct's approach does work most of the time, however, I will try different techniques when necessary that I have learned in the 2 special education classes I have taken.
I cant yet answer the 2nd part of this question "What is my CT's Ideal Vision of a Science Classroom" since this was posted after I visited the school this past week, however, I will speak with my ct on tuesday when i spend the whole day and post this portion of the question on Tuesday night as my "Addition to question" which will be listed below.
Reflections
Throughout the past 3 years a MATCP student, I have learned about various classroom management techniques some of which is straight text-book and other techniques that are deemed useful but like everything else when you deal with people----the "One fits all" approach will not work. I think that my tolerance for jibber-jabber is a little bit lower than my ct's as I am quite a control freak. I know this about myself and I am trying to let things go as if i dont I will be in for a big surprise. I have really tried to spend as much time with each student every time I go to NKHS---My thinking is this: If I can gain respect and form relationships now, the less classroom mgt skills I will have to use as the students will not want to act out. If they do, I will take this as an indicator that my style of instruction needs to be changed up. I am a fan of moving around the classroom strategically where chatter is out of control, I believe in asking questions content-related to diffuse a conversation, I think that giving students a particular task to accomplish or a "challenge" to complete if they simply cant get back on point.....I will use a series of trial and error techniques when necessary to see what works & what doesnt. More so, I will get an idea of what I feel comfortable with and what I dont as far as how I discipline. I do think that classroom mgt style has to be somewhat consistent and each student should be treated equally when it comes to discplinary action. I also think that it is important to stick to your word and follow through---if and when you have to talk about consequences.
Observation / Reflection #4:Be Quiet! I'm Trying To Talk!
In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?Observation:
My ct always has the daily schedule on the board prior to students entering the classroom. As soon as students enter and settles down, he will either go over the daily schedule right away before diving into a lesson or after the students write in their journals should there be an assignment as he does not have the write every day. I do feel at this point in the year, his studnets particulary his honors classes (he only has 1 cp class) know the routine and tend to adhere to his style of teaching quite well.
As far as disruptions......I have not witnessed many to be perfectly honest. The most common disruption are side conversations between the students or unnecessary chatter during between slides when he is lecturing. My ct does have a pretty good tolerance to chatter as he does not demand complete silence, however when things get too roudy, he will either pause is lesson until the students who are chatting are aware of it and he will ask "are you finished or are you all set". At other times he may throw out a few comments like "I know you guys are supposed to be writing right now so I find it difficult to believe that you can write and chat at the same thing given the question assignment" or "We have a lot to do today so i would appreciate it if we can just focus for a little longer and get through these notes, although I know they are tedious and then we will switch it up". This tends to work and students tend to get back on point. He is pretty laid back in the sense that he doesnt scream, he doesnt like to beat a dead horse...students respond to his simple request. I beileve the reason for this is that he gives students respect and treats them like adults opposed to subordinates.
There is one student in his Elective Class called "Science Controversy" class named Jimmy (I will call him Jimmy to protect his privacy). Physically, Jimmy has a very unique style with crazy hair, very thick glasses, wandering eyes and unusual dress. I remember my first visit, he blurted out in a hysterical laughter for no reason and continued for 3-4 minutes. His fellow students looked down and were all smiling as if they had become accustomed to Jimmy's outbursts. Mr. B had asked him to wrap it up so we could get on with the lesson. The 2nd and 3rd time I was at the school during the class period, Jimmy had busted out with some random facts about flesh eating bacteria and how it was so cool, etc, etc, etc and continued with outbursts. My ct would say something along the line of "wow, thats really interesting Jimmy but i dont see how that fits in to class right now" and if Jimmy would continue rambling, Mr B would tell him to "settle down".
At first I thought that he was trying to get attention by acting a little zany and unusual but then I realized that Jimmy is not acting. In fact, when I was going over through my Ct's IEPS as I haded to for another one of my education classes and I came accross Jimmy's 504 which at NKHS--the diagnosis is not listed on the IEPs that the teachers receive. It was a one page form with a list of accomodations. Given the type of acommodations such as "additional time for testings, a seat close to the teacher and away from the door, frequent changes of activites" I realized his disability was most likely ADHD. This would explain some of Jimmy's Outbursts. I know my teacher is aware of the IEP but I do not see many of the accomodations being met. When I take over, I will make sure that I can make as many accomodations as I can for Jimmy. My Ct's approach does work most of the time, however, I will try different techniques when necessary that I have learned in the 2 special education classes I have taken.
I cant yet answer the 2nd part of this question "What is my CT's Ideal Vision of a Science Classroom" since this was posted after I visited the school this past week, however, I will speak with my ct on tuesday when i spend the whole day and post this portion of the question on Tuesday night as my "Addition to question" which will be listed below.
Reflections
Throughout the past 3 years a MATCP student, I have learned about various classroom management techniques some of which is straight text-book and other techniques that are deemed useful but like everything else when you deal with people----the "One fits all" approach will not work. I think that my tolerance for jibber-jabber is a little bit lower than my ct's as I am quite a control freak. I know this about myself and I am trying to let things go as if i dont I will be in for a big surprise. I have really tried to spend as much time with each student every time I go to NKHS---My thinking is this: If I can gain respect and form relationships now, the less classroom mgt skills I will have to use as the students will not want to act out. If they do, I will take this as an indicator that my style of instruction needs to be changed up. I am a fan of moving around the classroom strategically where chatter is out of control, I believe in asking questions content-related to diffuse a conversation, I think that giving students a particular task to accomplish or a "challenge" to complete if they simply cant get back on point.....I will use a series of trial and error techniques when necessary to see what works & what doesnt. More so, I will get an idea of what I feel comfortable with and what I dont as far as how I discipline. I do think that classroom mgt style has to be somewhat consistent and each student should be treated equally when it comes to discplinary action. I also think that it is important to stick to your word and follow through---if and when you have to talk about consequences.